Instituto Universitário de Ciências Psicológicas, Sociais e da Vida
Repositório do ISPANot a member yet
10030 research outputs found
Sort by
Well‐being trajectories in breast cancer and their predictors: A machine‐learning approach
Get PDFObjective:This study aimed to described istinct trajectories of anxiety/depression symptoms and overall health status/quality of life over a period of 18 months followinga breast cancer diagnosis,and identify the medical, socio-demographic,lifestyle, and psychologica lfactors that predict these trajectories.Methods:474 females (mean age=55.79 years) were enrolled in the first weeksafter surgery or biopsy. Data from seven assessmentpoints over 18 months, at 3-month intervals,were used. The two outcomeswere assessedat all points. Potential predictors were assessed at baseline and the first follow‐up. Machine‐
Learning techniques were used to detect latent patterns of change and identify
the most important predictors.
Results: Five trajectories were identified for each outcome: stably high, high with
fluctuations, recovery, deteriorating/delayed response, and stably poor well‐being
(chronic distress). Psychological factors (i.e., negative affect, coping, sense of control, social support), age, and a few medical variables (e.g., symptoms, immune‐
related inflammation) predicted patients' participation in the delayed response and
the chronic distress trajectories versus all other trajectories.
Conclusions: There is a strong possibility that resilience does not always reflect a
stable response pattern, as there might be some interim fluctuations. The use of
machine‐learning techniques provides a unique opportunity for the identification of
illness trajectories and a shortlist of major bio/behavioral predictors. This will
facilitate the development of early interventions to prevent a significant deterioration in patient well‐beinginfo:eu-repo/semantics/publishedVersio
COVID‐19 vaccination acceptance: A case of interplay between political and health dimensions
Get PDFVaccines are essential for the eradication of diseases. Yet for many reasons, individuals do not embrace them completely. In the COVID- 19 pandemic and with the possibility of the Brazilian population’s immunization against the disease, both political and health- related dimensions might have had a role in individual COVID- 19 vaccination acceptance. In two studies (n = 974), we tested the hypothesis that participants’ vaccination acceptance is related to their past vote in the 2018 Brazilian presidential election (being or not being a Jair Bolsonaro voter) and their different levels of perceived vulnerability to disease (PVD). We further tested whether Bolsonaro’s opposition or ambiguous messages towards vaccination (vs. control) increased vaccination rejection among those who have (vs. have not) voted for him and who are low (vs. high) in PVD. Results show that Bolsonaro (vs. non- Bolsonaro) voters accepted less vaccination, with higher rejection rates when participants expressed low (vs. high) PVD. Also, when primed either with Bolsonaro’s opposed or ambiguous messages towards COVID- 19 vaccination, such participants accepted less vaccines (vs. participants primed with neutral information). These findings are the first to show that the COVID- 19 vaccine acceptance is related to their past vote and leadership influence but also different levels of perceived vulnerability to disease.info:eu-repo/semantics/publishedVersio
Inside the consulting room of a highly effective therapist: An analysis of first sessions
Get PDFAim: The aim of this study was to capture the most salient aspects of first-session activities by a therapist who consistently had good clinical outcomes.Method: Constructivist grounded theory was used to analyse the first three audio-recorded psychotherapy sessions with two clients.Results: The analysis generated 12 categories organised into three major domains: (a) promoting clients' sense of agency and the collaborative nature of the therapeutic process; (b) supporting clients' exploration of meaningful contents, balancing respon-sively between following clients and introducing new dimensions; and (c) creating a climate of emotional security based on empathic presence, authenticity and positive regard.Conclusions: The results show key aspects of the therapist's performance, such as distinguished clinical skills, responsiveness and strong relational abilities. The results support the literature on highly effective therapists. They also contribute to practice and psychotherapist training. Domains and categories from this study may be the basis for a checklist of some essential features to be included in psychotherapists' deliberated practice programmes.KEYWORDSexpertise, first sessions, grounded analysis, psychotherapeutic efficacy, psychotherapyinfo:eu-repo/semantics/publishedVersio
O papel mediador da regulação emocional na relação entre a vinculação e a empatia
Get PDFDissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre em Psicologia na especialidade de Psicologia e Psicopatologia do Desenvolvimento.A teoria da vinculação descreve como o historial de interações com o(s) cuidador(es) impacta a forma como as crianças criam e consolidam as representações mentais positivas de si mesmas (confiantes na capacidade para lidar com as necessidades dos outros) e dos outros (como confiáveis e bem-intencionados), tornando mais fácil vê-los como merecedores de empatia, enquanto regulam eficazmente as próprias emoções e comportamentos.
O principal objetivo deste estudo é analisar o papel da vinculação (à mãe e ao pai) no desenvolvimento da empatia afetiva e cognitiva das crianças. A regulação emocional das crianças e a empatia dos pais também serão considerados. Participaram 218 crianças (50.9% meninas) entre 8-12 anos (M=9.10; DP=1.07) e ambos os seus pais (54.6% mães). As crianças relataram sobre a vinculação com os pais (usando o SSQ) e a própria empatia (QACE). Os pais relataram sobre a regulação emocional dos filhos (ERC) e a própria empatia (QCAE).
Os resultados demonstraram que ambas as relações de vinculação foram preditores significativos da empatia infantil (β=0.27, p<0.001 e β=0.21, p<0.01 respetivamente, F(5,212)=11.99, p<0.001 , R2=.18), e que nem a empatia dos pais nem a regulação emocional da criança atingiram significância (β=.05, p=.44 e β=.03, p=.66 respetivamente). Especificamente, a empatia cognitiva das crianças foi predita tanto pelo porto-abrigo materno como pela base segura paterna (β=0.28, p<0.01 e β=0.22, p<0.01 respetivamente, F(8,209)=6.11, p<0.001, R2=0.19). Enquanto que, na empatia afetiva da criança apenas o porto-abrigo materno teve significância (β=0.20, p<0.05, F(8,209)=4.63, p<0.001, R2=0.15).
As especificidades das interações criança-cuidador serão consideradas na discussão.Attachment theory describes how the history of interactions with the caregiver(s) impact the way that children create and consolidates a positive mental representation of the self (confident in their ability to handle others’ needs) and of the others (as competent, dependable, and well-intentioned) making it easier to see them as deserving of empathy, while effectively regulating their own emotions and behavior. The main objective of the study is to examine the role of attachment (to mother and father) in the development of children’s affective and cognitive empathy. Children's emotion regulation and parents’ empathy will also be considered. Participants were 218 children (50.9% girls) between 8 and 12 years old (M= 9.10; SD= 1.07) and their parents (mother 54.6%). Children report their attachment relationship to both parents (using the SSQ) and their own empathy (QACE). Whereas parents report their child’s emotion regulation (ERC) and on their own empathy (QCAE). Results showed that both attachment relationships to mother and to father were significant predictors of child empathy (β=.27, p<.001 and β=.21, p<.01 respectively, F(5,212)=11.99, p<.001, R2=.18), and neither parents’ empathy or child emotion regulation reach significance (β=.05, p=.44 and β=.03, p=.66 respectively). More specifically, children’s cognitive empathy was predicted by both mother as safe haven and the father as a secure base (β=.28, p<.01 and β=.22, p<.01 respectively, F(8,209)=6.11, p<.001, R2=.19). While for children’s affective empathy only mother as safe haven reach significance (β=.20, p<.05, F(8,209)=4.63, p<.001, R2=.15). Mother-child and father-child interactions specificities will be taken into consideration in the discussion
Associations between emotion regulation, feeding practices, and preschoolers’ food consumption
Get PDF: Previous research identified emotion dysregulation, non-responsive feeding practices, and
unhealthy food consumption as risk factors for childhood obesity. However, little is known about the
relationships between these factors. This study examined associations between children’s emotion
regulation, parental feeding practices, and children’s food consumption. The sample consisted of
163 mothers of children aged 3–5 years. Mothers completed the Emotion Regulation Checklist,
the Child Feeding Questionnaire, and the Child Health Section from the Parent Interview of the
Early Childhood Longitudinal Study-B to assess model variables. Results showed that healthy
food consumption was associated with higher emotion regulation abilities, higher monitoring, and
lower pressure to eat. For unhealthy food consumption, the associations were in opposite directions.
Higher emotion regulation abilities were also associated with higher monitoring, lower pressure
to eat, and lower restriction. For lability, the associations were in opposite directions. Regression
analyses revealed that children’s lability, pressure to eat, and monitoring were significant predictors of
children’s food consumption. These findings suggest that children’s emotion regulation and feeding
practices are important determinants of children’s food consumption. Future longitudinal studies that
examine bidirectional associations between children’s emotion regulation, parental feeding practices,
children’s food consumption, and potential mechanisms accounting for these associations are needed.info:eu-repo/semantics/publishedVersio
Neural correlates linking trauma and physical symptoms
Get PDFHighlights •Trauma patients showed greater physical health symptoms and decreased prefrontal but increased hippocampal responses to stress than controls.•More frequent physical symptoms were associated with an increased left hippocampal response to stress.•Trauma may increase physical health symptoms by compromising hippocampal function, which could also increase vulnerability to comorbid stress- and pain-related disorders.info:eu-repo/semantics/publishedVersio
Glossary of Information Literacy from A to Z
Get PDFThis chapter embodies a glossary from A to Z, presenting specific terms in the field of
information literacy. For that purpose, the vocabulary found in similar works and reference
documents is analyzed and presented for specific, current, and detailed glossary as a result. The
information collected was analyzed and organized alphabetically, seeking to mirror the
evolution of concepts and terminology of the scientific production on the subject, and at the
same time, framing an important consultation tool for all professionals in the area. For the
development of academic and professional expertise and competence in a given disciplinary
field, it is essential to understand the vocabulary and essential concepts, and Information
Literacy is no exception. A glossary can be also a very useful aid for those who take the first steps
in understanding the terminology applied to information literacy, particularly for students in an
academic context.N/
Perceived organizational culture and turnover intentions: The serial mediating effect of perceived organizational support and job insecurity
Get PDFThis study aims to analyze the relationship between perceived organizational culture (POC) and turnover intentions (TI) and if this relationship is mediated by perceived organizational support (POS) and job insecurity (JI). For this purpose, the following hypotheses were formulated: (1) POC (support, goals, innovation, and rules) has a negative and significant relationship with TI; (2) POC (support, goals, innovation, and rules) has a positive and significant relationship with POS (affective and cognitive); (3) POS (affective and cognitive) has a negative and significant relationship with TI; (4) POS (affective and cognitive) has a negative and significant relationship with JI; (5) JI has a positive and significant relationship with TI; and (6) POS (affective and cognitive) and JI both represent a serial indirect effect in the relationship between POC (support, goals, innovation and rules) and the TI. This study's sample includes 661 participants working in organizations based in Portugal. The results indicate that only the perception of supportive and goal culture has a negative and significant association with TI; POC has a positive and significant association with POS; POS has a negative and significant association with JI and TI; JI has a positive and significant association with TI; affective POS and JI have a serial mediation effect in the relationship between supportive and goal POC and TI; cognitive POS and JI have a serial mediation effect in the relationship between goal POC and TI. [ABSTRACT FROM AUTHOR]info:eu-repo/semantics/publishedVersio
Sonhar de livro aberto
Get PDFRelatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escolar, criado por Aviso criado por Aviso n.º 9931/2017, publicado no Diário da República, 2.ª série, n.º165 de 28 de agosto de 2017.O presente relatório, pretende refletir sobre um projeto desenvolvido no âmbito da Prática Supervisionada em Jardim de Infância.
Esta Prática, decorreu numa instituição no concelho de Lisboa, na qual se dinamizaram atividades junto de um grupo de cerca de 25 crianças, com idades compreendidas entre os 3 e os 6 anos, com o intuito de dar uma nova vida à biblioteca da escola. Tivemos assim, como objetivos principais – a restruturação e dinamização da biblioteca da escola; promoção da leitura em contexto escolar e familiar, por forma a dar a conhecer às famílias, uma variedade de livros que fomentem não só a interação familiar, como também o gosto pela leitura.
Para a implementação da dinamização do espaço da biblioteca e compreensão dos seus efeitos, utilizaram-se diversas estratégias e instrumentos. Destacamos a observação, o registo fotográfico, as notas de campo, os questionários às famílias e as conversas com as crianças. Assim, foi possível conhecer o contexto e as opiniões das crianças, dando resposta às suas ideias, promovendo a sua participação e envolvimento de uma forma espontânea, verdadeira e motivante.
Na análise da informação recolhida, constatámos o grande envolvimento das crianças tanto na implementação das alterações, como na utilização do próprio espaço e envolvimento com os livros. Quanto às famílias, verificámos existirem hábitos de leitura frequentes antes do projeto e em muitas, uma quantidade significativa de livros para a infância. Contudo, mesmo assim valorizaram esta mudança e consideraram-na positiva, realçando a oportunidade de contacto com livros diferentes e envolvendo-se na sua requisição.This report intends to reflect on a project developed within the scope of Supervised Practice in Kindergarten.
This Practice took place in an institution in the municipality of Lisbon, in which activities were promoted with a group of about 25 children, aged between 3 and 6 years, with the aim of giving a new life to the school library. Thus, we had as main objectives – the restructuring and dynamization of the school library; promotion of reading in a school and family context, in order to make families aware of a variety of books that not only encourage family interaction, but also a taste for reading.
For the implementation of the dynamization of the library space and understanding of its effects, several strategies and instruments were used. We highlight the observation, the photographic record, the field notes, the questionnaires to the families and the conversations with the children. Thus, it was possible to know the context and the opinions of the children, responding to their ideas, promoting their participation and involvement in a spontaneous, true and motivating way.
In the analysis of the information collected, we verified the great involvement of the children both in the implementation of the changes, as in the use of their own space and involvement with the books. As for families, we found that there were frequent reading habits before the project and, in many, a significant amount of books for children. However, they still valued this change and considered it positive, highlighting the opportunity to have contact with different books and getting involved in their request
O ritmo de uma sala de jardim de infância Waldorf
Get PDFRelatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escolar, criado por Aviso criado por Aviso n.º 9931/2017, publicado no Diário da República, 2.ª série, n.º 165 de 28 de agosto de 2017.Este relatório descreve um estudo qualitativo do conceito de ritmo, tema dominante na pedagogia Waldorf, uma filosofia educativa criada há cem anos na Alemanha. A base do trabalho é descritiva, acompanhando um grupo de jardim de infância, com idades compreendidas entre 2 e 6 anos numa instituição que se rege por essa orientação
Usando observação naturalista participante e entrevistas informais à educadora cooperante, foram-se recolhendo informações, corporizadas em notas de campo e registos fotográficos. Em seguida, estas ideias foram confrontadas com a literatura relevante.
O lugar que a cadência, nas suas várias dimensões, tem na organização da ação educativa foi-se revelando como essencial. O seu grande valor manifesta-se na naturalidade com que a criança se vai integrando no quotidiano do grupo. Como observado neste estudo, o ritmo respeita os ciclos fisiológico e da natureza, as épocas do ano e a alternância entre momentos de contração e expansão nas atividades e vivências diárias, oferecendo segurança na repetição. Por outro lado, certos elementos típicos desta filosofia educativa, como a decoração da sala, a Roda Rítmica, músicas, lengalengas e jogos de dedos, estão também mergulhados em aspetos rítmicos.
Nas observações e leituras foi-se clarificando o valor que o ritmo tem na vida do jardim de infância. Para lá da ênfase que essa abordagem dá ao tema e as formas criativas como o consubstancia, ele revela-se como elemento central do processo geral da educação.This report covers a qualitative study on the concept of rhythm, a main subject on the Waldorf pedagogy, an education philosophy created a century ago in Germany. It is primarily a descriptive analysis observed in a kindergarten’s group, ages 2 to 6 years old, in an institution that adopts such pedagogy.
Data was collected through naturalist participative observations combined with informal interviews with the cooperating teacher which was structured in field notes and photographic records. Afterwards, these ideas was confronted with relevant literature.
The role that cadence, in its various dimensions, has in the organization of educational action was revealed to be essential. The great value of rhythm is manifested in the natural way in which the child integrates into the group's daily life. As this study confirms, it respects the physiological and nature cycles, the seasons and the alternation between moments of contraction and expansion in daily activities and experiences, offering security in repetition, as confirmed by this report. On the other hand, certain typical elements of this educational philosophy, such as the decoration of the room, the “Rhythmic Circle Time”, music, rhymes and finger games, are also immersed in rhythmic aspects.
Observations and readings (literature) clarified the value that rhythm has in kindergarten life. Beyond the emphasis that Waldorf’s approach gives to the theme and the creative ways in which this pedagogy substantiates it, the rhythm reveals itself as a central element of the general process of education